I liked these, but they were from a publisher... link
not sure why it is expanding the links...
Project Action Items
What is the Big Idea and essential questions of the lesson (ala Wiggins & McTighe)?
What are the lesson goals?
Provide student expectations
Gagne instructional design model for the lesson - see flowchart (link)
Plotnick (1997) calls a development model a flowchart structure with a series of related instructional activities. We chose to use Gagne's model in a flowchart form.
how to gauge student background knowledge (including person interest and learning styles)?
need activity for students who don't have sufficient background knowledge
Design prerequisite skill check for teacher (content, online pedagogy)
maybe simple recognition, recall, or comprehensions (from Complexity of interactions table)
How will students collaborate?
what tools will they use?
how to foster collaboration?
work together on problem (students get same problem, but different data)
compare results with other students
critique others' results
create problems for other students
How will students and teachers collaborate?
what tools will they use?
how much help should they provide?
how will that interaction be shared?
How to assess student?
need self-check mechanism so students know when they are ready to be assessed
grade on accuracy of simulation results or rubric?
how to prevent cheating?
Multi-modal activities
Voicethread, podcasts, or screen cams
blog or wiki
new simulation design - not implementation, but design
End of lesson activities
student feedback (survey or reflection)
teacher feedback (survey or reflection)
how will we know the course worked as good or better than current teaching of curriculum?
We need to address typical challenges for teachers teaching an online course
responding and managing discussion boards
monitoring student progress
engaging students without a personal connection
Reading tidbits
We chose small digital components because they are easy to change as better simulations become available and new technologies emerge
Shulman 1986) says that some teachers focus on pedagogical knowledge (teaching ho to teach), while others focus on content knowledge (subject matter). Teachers should focus on both and our simulation addresses both.
Ferdig (Ch4 reading, pg 50) argues that "the best practices for teaching literacy online is not related to a single formula, but rather, to the flexibility of the teacher and the learning environment." We tried to build flexibility into our lesson, rather than "teacher proof" it.
Our lesson embodies a Constructivist approach that helps "students actively construct knowledge through engaging activities and projects that students help direct." (CH4 reading, pg 51)
Beer, Slack, and Armitt (2005), as well as Robles and Braathen (2002), who urged online instructors to become proficient in group work dynamics and engaging their students in both synchronous and asynchronous communication. [Gaytan, J., and McEwen, B., Effective Online Instructional Assessment Strategies, The American Journal of Distance Education, 21(3), 117-132, 2007]
Student assessment conducted solely for accountability reasons does not necessarily lead to learning. Educators must establish the purpose of assessment, the criteria becing measured, and the intended outcomes before meaningful assessment methods can be achieved (Gaytan, 2002) [Gaytan, J., and McEwen, B., Effective Online Instructional Assessment Strategies, The American Journal of Distance Education, 21(3), 117-132, 2007]
The purpose of an educational experience is to achieve defined learning outcomes. In this context, interaction must be more structured and systematic. High levels of interaction me be reflective of group cohesion, but it does not directly create cognitive develop or facilitate meaningful learning and understanding. [Garrison, D., Cleveland-Innes, M., Facilitating Cognitive Presence in Online Learning: Interaction is Not Enough, The American Journal of Distance Education, 19(3), 133-148, 2005]
Miscellaneous
Complexity of interaction (CH2-pg28)
simple recognition (true/false)
recall (fill-in, free recall, matching)
comprehension (multiple choice, substitution paraphrase, short answer)
problem-solving (simulations or modeling)
knowledge construction (project-based outcomes, research, products from creative activities)
Elements of a quality online course for reviewing course when completed (CH2-pg29)
interaction
easy access
ease of use
clear objectives
course syllabus
measurable objectives
quality evaluation
outline of time management
estimated time for each activity
effective virtual reality/simulations for real-life skills
links and resources
current and relevant content
multiple modalities
engaging and robust curriculum
choices
prerequisites
student access
audience-appropriate material
timely feedback
tech help desk/human contact
learning resources (web libraries)
built-in monitoring systems (self-checks)
links to student services (tutorials, writing labs, etc)
layered content
student authenticity/academic integrity
student evaluations/feedback on course
Strategies to Establish and Maintain Social Presence (Encyclopedia of Distance and Online Learning)
Course Design
develop welcome messages
include student profiles
incorporate audio
limit class size
structure collaborative learning activities
Instructors
contribute to discussion boards
promptly answer e-mail
provide frequent feedback
strike up a conversation
share personal stories and experiences
use humor
use emoticons
address students by name
allow student options for addressing the instructor
NOTE: THIS PAGE IS NOT PART OF OUR ONLINE COURSE. IT WAS USED FOR INITIAL BRAINSTORMING
Our MSTU4050 Project
Lessons Ideas
Project Action Items
Reading tidbits
Miscellaneous